Pub Date : 2022-05-27DOI: 10.1080/1475939X.2022.2074087
Emma Walland, Stuart Shaw
ABSTRACT E-portfolios are increasingly used in innovative ways, particularly in higher education, where they have the potential to transform teaching, learning and assessment. Given that students are learning in a hypertextual, digitalised and multimedia world, there is an ever-pressing need for assessment to be more authentic, engaging, and to develop transversal skills. This research analysed the challenges and opportunities of e-portfolios in secondary schools and universities. A review of the literature was undertaken in which studies conducted primarily across Europe and the US over the last 20 years were evaluated. Analysis identified several tensions relating to e-portfolio theory and praxis which were organised according to three main themes: the theory and research underpinning e-portfolios; the uses and purposes of e-portfolios; and the challenges and opportunities related to e-portfolio implementation. These tensions both deepen our understanding of e-portfolios as pedagogical tools as well as inform internationally relevant recommendations for implementation.
{"title":"E-portfolios in teaching, learning and assessment: tensions in theory and praxis","authors":"Emma Walland, Stuart Shaw","doi":"10.1080/1475939X.2022.2074087","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2074087","url":null,"abstract":"ABSTRACT E-portfolios are increasingly used in innovative ways, particularly in higher education, where they have the potential to transform teaching, learning and assessment. Given that students are learning in a hypertextual, digitalised and multimedia world, there is an ever-pressing need for assessment to be more authentic, engaging, and to develop transversal skills. This research analysed the challenges and opportunities of e-portfolios in secondary schools and universities. A review of the literature was undertaken in which studies conducted primarily across Europe and the US over the last 20 years were evaluated. Analysis identified several tensions relating to e-portfolio theory and praxis which were organised according to three main themes: the theory and research underpinning e-portfolios; the uses and purposes of e-portfolios; and the challenges and opportunities related to e-portfolio implementation. These tensions both deepen our understanding of e-portfolios as pedagogical tools as well as inform internationally relevant recommendations for implementation.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/1475939X.2022.2077819
Grahm Wiley-Camacho, Garron Hillaire, Christina Buttimer, Richard D Colwell
ABSTRACT As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles.
{"title":"Remote language revitalisation efforts during COVID-19","authors":"Grahm Wiley-Camacho, Garron Hillaire, Christina Buttimer, Richard D Colwell","doi":"10.1080/1475939X.2022.2077819","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2077819","url":null,"abstract":"ABSTRACT As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41675639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1080/1475939X.2022.2067589
J. Keese, Karen McIntush, H. Waxman
ABSTRACT This qualitative research study explores the experiences of teachers in the spring semester of 2020 as they remotely instructed their students owing to COVID-19 campus closures. Fourteen teachers from a variety of school contexts were interviewed twice individually and once in a focus group setting to relay their thoughts regarding this unprecedented event. Emergent coding of interview transcripts revealed teachers’ concerns for their students and their learning, the barriers presented owing to the disconnect between them and their students, and how their competencies changed as their time with remote instruction increased. Recommendations for practice and further research are discussed.
{"title":"Teaching through crisis: the remote education experiences of PK–12 teachers during COVID-19 campus closures","authors":"J. Keese, Karen McIntush, H. Waxman","doi":"10.1080/1475939X.2022.2067589","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2067589","url":null,"abstract":"ABSTRACT This qualitative research study explores the experiences of teachers in the spring semester of 2020 as they remotely instructed their students owing to COVID-19 campus closures. Fourteen teachers from a variety of school contexts were interviewed twice individually and once in a focus group setting to relay their thoughts regarding this unprecedented event. Emergent coding of interview transcripts revealed teachers’ concerns for their students and their learning, the barriers presented owing to the disconnect between them and their students, and how their competencies changed as their time with remote instruction increased. Recommendations for practice and further research are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/1475939X.2022.2058600
Fernando Almeida, Zoltán Buzády
ABSTRACT Traditionally, serious games have been used in the development of hard skills, particularly in technical areas such as health, engineering, defence or the environment. However, they can also be applied in the assessment and development of soft skills, which are increasingly key competencies for an individual in the twenty-first century. In this sense, this study proposes the adoption of the FLIGBY serious game in a higher education institution to evaluate and develop students’ skills in this field. The findings indicate a large correspondence between the soft skills fundamental to the twenty-first century and the assessment dimensions recorded by the game. Furthermore, the findings reveal that FLIGBY can be used primarily to develop skills in dimensions such as leadership, conflict management, diplomacy and emotional intelligence. These findings are relevant for higher education institutions that intend to include and foster the development of soft skills competencies in their curricula.
{"title":"Development of soft skills competencies through the use of FLIGBY","authors":"Fernando Almeida, Zoltán Buzády","doi":"10.1080/1475939X.2022.2058600","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2058600","url":null,"abstract":"ABSTRACT Traditionally, serious games have been used in the development of hard skills, particularly in technical areas such as health, engineering, defence or the environment. However, they can also be applied in the assessment and development of soft skills, which are increasingly key competencies for an individual in the twenty-first century. In this sense, this study proposes the adoption of the FLIGBY serious game in a higher education institution to evaluate and develop students’ skills in this field. The findings indicate a large correspondence between the soft skills fundamental to the twenty-first century and the assessment dimensions recorded by the game. Furthermore, the findings reveal that FLIGBY can be used primarily to develop skills in dimensions such as leadership, conflict management, diplomacy and emotional intelligence. These findings are relevant for higher education institutions that intend to include and foster the development of soft skills competencies in their curricula.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49163099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/1475939X.2022.2056504
Jingxian Wang, Dineke E. H. Tigelaar, W. Admiraal
ABSTRACT Research has often ignored the complex systemic nature of ICT integration in education, including the importance of the historical, social and political context. This study examines the content of local ICT policy plans that have been developed and how school leaders and teachers perceive their experience with ICT practices of rural schools. A mixed-method research approach was applied, involving 25 rural schools in Western China. Data was collected from multiple sources (policy documents, interviews with school leaders, focus groups with teachers, classroom observations, an ICT inventory and a teacher survey). The results revealed three types of challenges for ICT integration in rural schools: (1) guidance and learning opportunities as a political challenge, (2) ICT infrastructure and digital content as a technical challenge, and (3) teacher training and technical support as a human challenge. These challenges have implications for policymakers and practitioners when improving rural education through ICT integration.
{"title":"From policy to practice: integrating ICT in Chinese rural schools","authors":"Jingxian Wang, Dineke E. H. Tigelaar, W. Admiraal","doi":"10.1080/1475939X.2022.2056504","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2056504","url":null,"abstract":"ABSTRACT Research has often ignored the complex systemic nature of ICT integration in education, including the importance of the historical, social and political context. This study examines the content of local ICT policy plans that have been developed and how school leaders and teachers perceive their experience with ICT practices of rural schools. A mixed-method research approach was applied, involving 25 rural schools in Western China. Data was collected from multiple sources (policy documents, interviews with school leaders, focus groups with teachers, classroom observations, an ICT inventory and a teacher survey). The results revealed three types of challenges for ICT integration in rural schools: (1) guidance and learning opportunities as a political challenge, (2) ICT infrastructure and digital content as a technical challenge, and (3) teacher training and technical support as a human challenge. These challenges have implications for policymakers and practitioners when improving rural education through ICT integration.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41297981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-23DOI: 10.1080/1475939X.2022.2052949
Zuheir N. Khlaif, S. Salha
ABSTRACT This study proposed and tested an empirical model to examine the relationships between the factors influencing mobile technology integration in higher education from the students’ and faculty points of view. A sequential mixed method was used to meet the aim of the study. The findings of the qualitative phase were used to develop the quantitative instrument. The participants in the qualitative data collection were 39 students and faculty members. In addition, the participants were 300 graduate students from two large universities in northern Palestine. The findings of the study revealed that the proposed model helps in explaining factors affecting students’ mobile technology integration and exploring relationships between the factors. Furthermore, students’ attitudes and beliefs, the quality of service, patronisation, the cost of service and the instructors had a significant impact on students’ mobile technology integration in higher education.
{"title":"Exploring the factors influencing mobile technology integration in higher education","authors":"Zuheir N. Khlaif, S. Salha","doi":"10.1080/1475939X.2022.2052949","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2052949","url":null,"abstract":"ABSTRACT This study proposed and tested an empirical model to examine the relationships between the factors influencing mobile technology integration in higher education from the students’ and faculty points of view. A sequential mixed method was used to meet the aim of the study. The findings of the qualitative phase were used to develop the quantitative instrument. The participants in the qualitative data collection were 39 students and faculty members. In addition, the participants were 300 graduate students from two large universities in northern Palestine. The findings of the study revealed that the proposed model helps in explaining factors affecting students’ mobile technology integration and exploring relationships between the factors. Furthermore, students’ attitudes and beliefs, the quality of service, patronisation, the cost of service and the instructors had a significant impact on students’ mobile technology integration in higher education.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46347680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/1475939X.2022.2050288
L. Straker, C. Harris, J. Joosten, E. Howie
ABSTRACT Schools are implementing 1-to-1 device policies, and as a result students are increasingly using mobile devices for multiple purposes. This use is in addition to other sedentary behaviours. The purpose of this study was to examine the associations between different types of sedentary behaviours, including technology use by device type and purpose, with academic achievement. School children (n = 934) in grades 5 through 12 at an Australian school with a ‘bring-your-own’ device policy completed a survey on sedentary behaviours and technology use. Mean total sedentary time was 12.9 (SD 8.7) hours per day, and mean screen use was 6.7 (SD 5.7) hours per day. Duration of technology use for nearly all devices and all purposes (except some school work) was negatively associated with academic performance, though the relationships were often non-linear. Support is needed for children to develop wise habits of technology use and overall sedentary behaviours.
{"title":"Academic implications of screen use and sedentary behaviour in a school with a 1-to-1 device policy","authors":"L. Straker, C. Harris, J. Joosten, E. Howie","doi":"10.1080/1475939X.2022.2050288","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2050288","url":null,"abstract":"ABSTRACT Schools are implementing 1-to-1 device policies, and as a result students are increasingly using mobile devices for multiple purposes. This use is in addition to other sedentary behaviours. The purpose of this study was to examine the associations between different types of sedentary behaviours, including technology use by device type and purpose, with academic achievement. School children (n = 934) in grades 5 through 12 at an Australian school with a ‘bring-your-own’ device policy completed a survey on sedentary behaviours and technology use. Mean total sedentary time was 12.9 (SD 8.7) hours per day, and mean screen use was 6.7 (SD 5.7) hours per day. Duration of technology use for nearly all devices and all purposes (except some school work) was negatively associated with academic performance, though the relationships were often non-linear. Support is needed for children to develop wise habits of technology use and overall sedentary behaviours.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45877766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Mobile learning technologies and social media tools have not been studied to an exhaustive extent in terms of student engagement and learning outcomes. Using a quasi-experimental research method, the authors randomly selected 101 participants who were divided into three groups. Each group received English teaching assisted by mobile learning technology (Rain Classroom), a social media tool (WeChat) and the traditional multimedia projecting system for one semester. The authors concluded that mobile learning technologies could significantly improve behavioural, social, cognitive and emotional engagements and English learning outcomes compared with social media tools. The traditional teaching tools did not improve behavioural, social, cognitive and emotional engagements and learning outcomes as much as Rain Classroom and WeChat did. Future research could focus on development of serious games to improve student engagement and learning outcomes.
{"title":"Effects of mobile learning technologies and social media tools on student engagement and learning outcomes of English learning","authors":"Zhonggen Yu, Liheng Yu, Qingkun Xu, Wei Xu, Ping Wu","doi":"10.1080/1475939X.2022.2045215","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2045215","url":null,"abstract":"ABSTRACT Mobile learning technologies and social media tools have not been studied to an exhaustive extent in terms of student engagement and learning outcomes. Using a quasi-experimental research method, the authors randomly selected 101 participants who were divided into three groups. Each group received English teaching assisted by mobile learning technology (Rain Classroom), a social media tool (WeChat) and the traditional multimedia projecting system for one semester. The authors concluded that mobile learning technologies could significantly improve behavioural, social, cognitive and emotional engagements and English learning outcomes compared with social media tools. The traditional teaching tools did not improve behavioural, social, cognitive and emotional engagements and learning outcomes as much as Rain Classroom and WeChat did. Future research could focus on development of serious games to improve student engagement and learning outcomes.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48720461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-24DOI: 10.1080/1475939X.2022.2041476
Camila Barahona, M. Nussbaum, Pablo Espinosa, A. Meneses, C. Alario-Hoyos, M. Pérez-Sanagustín
ABSTRACT The lack of information and communication technology skills among teachers is highlighted as being one of the main barriers to increasing the use of technology in teaching and learning. This study shows how technology used in a flipped classroom can improve learning among pre-service teachers, as well as boosting perceptions of their own technology skills. The students covered the instructional content before class through videos complemented by formative assessment. The data resulted in a report that the teacher then used to adapt their lecture, as well as defining the questions to be asked using an in-class response system. The responses to these questions were then discussed with the students. The results show that it is possible to change pre-service teachers’ perceptions of using technology in the classroom, both as a student and as a future teacher.
{"title":"Transforming the learning experience in pre-service teacher training using the flipped classroom","authors":"Camila Barahona, M. Nussbaum, Pablo Espinosa, A. Meneses, C. Alario-Hoyos, M. Pérez-Sanagustín","doi":"10.1080/1475939X.2022.2041476","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2041476","url":null,"abstract":"ABSTRACT The lack of information and communication technology skills among teachers is highlighted as being one of the main barriers to increasing the use of technology in teaching and learning. This study shows how technology used in a flipped classroom can improve learning among pre-service teachers, as well as boosting perceptions of their own technology skills. The students covered the instructional content before class through videos complemented by formative assessment. The data resulted in a report that the teacher then used to adapt their lecture, as well as defining the questions to be asked using an in-class response system. The responses to these questions were then discussed with the students. The results show that it is possible to change pre-service teachers’ perceptions of using technology in the classroom, both as a student and as a future teacher.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43511702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.1080/1475939X.2022.2030790
A. Ding, Krista D. Glazewski, Faridah Pawan
ABSTRACT This study explores the multiple ways in which a group of five in-service language teachers reflected in an online video-embedded learning environment. The findings suggest that when engaging in video-based reflective tasks, teachers evaluated and interpreted instructional practices presented to them based on multimodal classroom interactions (i.e. both verbal and non-verbal actions such as pause, gaze or body language). Furthermore, through reflecting on the multimodal classroom interactions, teachers also developed new awareness about their instructional practices and zoomed in on teaching techniques essential for language teaching. The findings stressed the importance of approaching teacher reflection from the multimodal perspective afforded by technology such as videos.
{"title":"Language teachers and multimodal instructional reflections during video-based online learning tasks","authors":"A. Ding, Krista D. Glazewski, Faridah Pawan","doi":"10.1080/1475939X.2022.2030790","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2030790","url":null,"abstract":"ABSTRACT This study explores the multiple ways in which a group of five in-service language teachers reflected in an online video-embedded learning environment. The findings suggest that when engaging in video-based reflective tasks, teachers evaluated and interpreted instructional practices presented to them based on multimodal classroom interactions (i.e. both verbal and non-verbal actions such as pause, gaze or body language). Furthermore, through reflecting on the multimodal classroom interactions, teachers also developed new awareness about their instructional practices and zoomed in on teaching techniques essential for language teaching. The findings stressed the importance of approaching teacher reflection from the multimodal perspective afforded by technology such as videos.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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